Writing and the Law

Date: Mon, 14 Dec 2009 18:40:42 -0500
From: Katie Rose Guest Pryal <katierose.pryal@GMAIL.COM>
Subject: New Composition and Law Resource Listserv

This is an announcement for Writing in the Disciplines directors and for
instructors who specialize in Writing in the Disciplines / Law courses
or Writing for the Legal Profession courses. I've started a new listserv
as a resource for this new and thriving composition sub-discipline. I
invite all who are interested to join by following the URL below.

http://groups.yahoo.com/group/comp-law/join

In our online group space, we can store syllabi and assignment sequences
as a resource. I look forward to seeing new names on the list and
meeting my colleagues in this field from around the country.

Thanks.


--

Katie Rose Guest Pryal, J.D., Ph.D.
=-=-=-=
Lecturer in Rhetoric and Composition
&
Adjunct Assistant Professor of Law
University of North Carolina at Chapel Hill
=-=-=-=
Phone: 919-321-1654
Fax: 919-321-2796
=-=-=-=
Faculty Page: http://english.unc.edu/faculty/guestk.html
Online CV: http://katieroseguest.blogspot.com


"This teaching and learning--this work--ain't easy."
-John O. Calmore

Articles and Readings

Articles for my Basic Writing Class:

Connections between reading and writing:

Bazerman, Charles. "A Relationship Between Reading & Writing: The
Conversational Model." College English 41.6 (Feb. 1980): 656-661.

Salvatori, Mariolina. "Reading and Writing a Text: Correlations Between
Reading and Writing Patterns." College English 45.7 (Nov. 1983: 657-666.

Bartholomae, Anthony and Anthony R. Petrosky. "Facts, Artifacts, and
Counterfacts: A Basic Reading and Writing Course for the College
Curriculum." A Sourcebook for Basic Writing Teachers. Ed. Theresa Enos.
1987. 275-296 306.

=20

How writers "read" texts they response to:

Bruffee, Kenneth A. "Writing and Reading as Collaborative or Social
Acts." A Sourcebook for Basic Writing Teachers. Ed. Theresa Enos. 1987.
565-574.

Troyka, Lynn Quitman. "The Writer as Conscious Reader." A Sourcebook for
Basic Writing Teachers. Ed. Theresa Enos. 1987. 307-317.

Emig, Janet. "Writing as a Mode of Learning." College Composition and
Communication 28. 2 (May 1977): 122-128.

=20

=20

Three critical resources for writers: feeling, authority, and voice

McLeod, Susan. "Some Thoughts about Feelings: The Affective Domain and
the Writing Process." College Composition & Communication 38.4 (Dec.
1987): 426-435.

Penrose, Ann and Cheryl Geisler. "Reading and Writing Without
Authority." College Composition and Communication 45.4 (Dec. 1994):
505-520.

Fulwiler, Toby. "Looking and Listening for My Voice." College
Composition and Communication Vol. 41.2 (May 1990): 214-220.

Sullivan, Patricia. "Composing Culture: A Place for the Personal."
College English 66.1 Special Issue: The Personal in Academic Writing
(Sep. 2003): 41-54.

Faculty Teaching Writing Across the Disciplines

See WPA-L Thread:

Seeking inspiration and wisdom for WAC/WID initiative
Rebecca Ingalls, Fri, Dec 4, 2009 9:38 am

The question that begins the course...

What have you learned to assume about writing? How have you come to assume this? What the implications of these assumptions?

What have you learned about how writing works? Who or where have you learned this?

Make a list of five things.

Academic WRiting

For an interesting overview of how much academic writing works, check out Joseph Williams' book Style, Lesson 10, "Motivating Coherence," in which Wilson analyzes the template of:

Shared Context -- Problem -- Solution

He addresses two kinds of problems:

1. Practical
2. Conceptual (this is the kind we typically work with in academic contexts, he says, and the kind of problem students sometimes struggle with)

He writes:

All of this is hard to grasp if you're new to teh academic world. We all understand practical problems because they make us pay a palpable cost. But those new to academic research don't know what gaps in understanding make good conceptual problems, because they don't yet know what others in their field don't know, but want to. (That's a practical problem that only time and experience solve.) (p. 191)

It occurs to me that this chapter might be an interesting or useful one to ask students in a WAW course to read, so they have some big-picture or meta-knowledge about how the academic articles I am going to ask them to read work.